Educação ctsa e o ensino de ciências: uma proposta didática sobre ambientes marinhos e costeiros
Data
2023-05-30
Autores
Alves, Grace Victory Bueno da Costa Lima 
Orientadores
Martorano, Simone Alves de Assis
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O meio ambiente é uma pauta política e social urgente, além de ser preocupante a situação em que nos encontramos é parte inseparável da vida. Deve-se aprender não só a reparar os danos, mas, principalmente, entender os mecanismos e relações que podem auxiliar a preservá-lo. Considerando como alternativa educativa a promoção de estratégias de ensino que valorizem a biodiversidade dos ambientes marinhos, o objetivo deste trabalho é analisar as concepções iniciais dos estudantes do Ensino Fundamental de duas escolas do estado de São Paulo sobre ambiente marinho e sua relação com o cotidiano desses alunos. Como instrumento de coleta de dados foi utilizado um questionário com três questões abertas (na plataforma google forms). Esse foi aplicado para 299 estudantes do ensino fundamental II de duas escolas públicas brasileiras. As respostas foram agrupadas por semelhança, para que pudéssemos agrupá-las em categorias. Além disso, a construção de uma sequência didática cujo enfoque foi a integração entre os projetos temáticos Biota/FAPESP – Araçá e Biota/FAPESP – Educação (Proc. 2011/50317-5), visando ser uma proposta para contribuir com o ensino de ciências na perspectiva Ciência, Tecnologia, Sociedade e Ambiente (CTSA). O público alvo foram alunos do 9° ano do Ensino Fundamental II, já que os conteúdos desta área costumam ser aprofundados neste momento na educação básica. Com o intuito de aprimorar a sequência didática, as aulas foram enviadas para avaliação por professores de ciências. Esta foi realizada segundo os critérios de validação desenvolvidos por Guimarães e Giordan (2012). As avaliações foram então agrupadas e analisadas de acordo com cada critério. Como resultado da análise das respostas dos estudantes em relação ao questionário foi possível perceber a necessidade de incluir maiores discussões sobre esse tema nas aulas de ciências com o propósito de oportunizar a ampliação do conhecimento dos estudantes sobre os ambientes marinhos. A sequência foi apontada, de modo geral, como bem estruturada, dinâmica, instigadora e coerente. Porém, houve críticas em relação ao tempo, falta de clareza de alguns dos conceitos abordados, entre outras, essas avaliações foram essenciais para refletir em relação ao que foi proposto e futuramente adaptá-la a diferentes realidades educacionais.
The environment is an urgent political and social agenda, and the situation in which we find ourselves is an inseparable part of life is worrying. One must learn not only to repair the damage, but mainly to understand the mechanisms and relationships that can help preserve it. Considering as an educational alternative the promotion of teaching strategies that value the biodiversity of marine environments, the objective of this work is to analyze the initial conceptions of elementary school students from two schools in the state of São Paulo about the marine environment and their relationship with the daily life of these students. A questionnaire with three open questions (on the google forms platform) was used as a data collection instrument. This was applied to 299 elementary school II students from two Brazilian public schools. The answers were grouped by similarity, so that we could group them into categories. In addition, the construction of a didactic sequence whose focus was integration between the thematic projects Biota/FAPESP - Araçá and Biota/FAPESP - Education (Proc. 2011/50317-5), aiming to be a proposal to contribute to the teaching of sciences from the CTSA perspective.Its target audience were students of the 9th year of Elementary School II, since the contents of this area are usually deepened at this time in basic education. In order to improve the didactic sequence, the classes were sent for evaluation by science teachers. This was performed according to the validation criteria developed by Guimarães and Giordan (2012). The evaluations were then grouped and analyzed according to each criterion. As a result of the analysis of the students' answers in relation to the questionnaire, it was possible to perceive the need to include further discussions on this topic in science classes with the purpose of opportunities to increase the students' knowledge about marine environments. The sequence was pointed out, in general, as well structured, dynamic, instigating and coherent. However, there was criticism regarding the time, lack of clarity of some of the concepts addressed, among others, these evaluations were essential to reflect on what was proposed and in the future adapt it to different educational realities.
The environment is an urgent political and social agenda, and the situation in which we find ourselves is an inseparable part of life is worrying. One must learn not only to repair the damage, but mainly to understand the mechanisms and relationships that can help preserve it. Considering as an educational alternative the promotion of teaching strategies that value the biodiversity of marine environments, the objective of this work is to analyze the initial conceptions of elementary school students from two schools in the state of São Paulo about the marine environment and their relationship with the daily life of these students. A questionnaire with three open questions (on the google forms platform) was used as a data collection instrument. This was applied to 299 elementary school II students from two Brazilian public schools. The answers were grouped by similarity, so that we could group them into categories. In addition, the construction of a didactic sequence whose focus was integration between the thematic projects Biota/FAPESP - Araçá and Biota/FAPESP - Education (Proc. 2011/50317-5), aiming to be a proposal to contribute to the teaching of sciences from the CTSA perspective.Its target audience were students of the 9th year of Elementary School II, since the contents of this area are usually deepened at this time in basic education. In order to improve the didactic sequence, the classes were sent for evaluation by science teachers. This was performed according to the validation criteria developed by Guimarães and Giordan (2012). The evaluations were then grouped and analyzed according to each criterion. As a result of the analysis of the students' answers in relation to the questionnaire, it was possible to perceive the need to include further discussions on this topic in science classes with the purpose of opportunities to increase the students' knowledge about marine environments. The sequence was pointed out, in general, as well structured, dynamic, instigating and coherent. However, there was criticism regarding the time, lack of clarity of some of the concepts addressed, among others, these evaluations were essential to reflect on what was proposed and in the future adapt it to different educational realities.